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ASERT 1332 Teaching Joint Attention Skills in Young Learners Wtih ASD
ASERT 1332 Teaching Joint Attention Skills in Young Learners Wtih ASD
Joint Attention Skills in Young
Learners with ASD
Jenn Alfieri, MS BCBA
Joint Attention
Joint attention is the ability to share a common
focus on something (people, objects, a
concept, an event, etc.) with someone else. It
involves the ability to gain, maintain, and shift
attention.
(Daymut 2009)
Joint Attention
It is an early social‐communicative
behavior in which two people share
attentional focus on an object or event,
for the sole purpose of sharing that
interesting object with each other
Bakeman, R., & Adamson, L. (1984)
‐Distinctive to manding (requesting)
Joint Attention
Joint Attention is considered to
be a critical factor for social
development, language
acquisition, & cognitive
development.
Joint Attention
Joint Attention between two
people can include:
Attention‐‐when two or more people are
paying attention to the same thing.
Emotions‐‐when two or more people
share an emotional state.
Intentions‐‐when two or more people
are trying to accomplish the same thing
and they know they are doing it together.
Explanation of Picture Clips
Illustrations of different types of infant social attention
coordination behaviors:
(a) Responding to Joint Attention—RJA involving
following another person’s gaze and pointing gestures;
(b) Initiating Joint Attention—IJA involving a
conventional gesture ‘pointing’ to share attention
regarding a poster on the wall,
(c1,2,3) IJA involving alternating eye contact to share
attention with respect to a toy,
(d) Initiating Behavior Request involving pointing to
elicit aid in obtaining an out of reach object;
(e) Responding to Behavior Requests involving
following an adult’s open‐palm “give it to me” gesture.
(Mundy & Jarrold 2010)
Joint Attention Skills
Examples:
Being able to look at another person's eyes and
face in order to get information such as how that
person feels, what that person is looking at, or
what that person is trying to do.
Being able to follow another person's eye‐gaze
to then look at the same thing.
Being able to sustain joint attention, requiring
that one shift attention frequently to monitor the
other person such as during social play.
Elements of
Joint Attention
Several skills are important in the development of
joint attention
• Orienting and attending to a social partner
• Shifting gaze between people and objects
• Sharing emotional states with another person
• Following the gaze and point of another person
• Being able to draw on another person’s attention
to objects or events for the purpose of sharing
experiences
(Woods & Wetherby, 2008)
Two Main Types of Joint Attention
RJA: Responding to joint attention
Ability to follow direction
of gaze or point
IJA: Initiating joint attention
Ability to use direction of gaze or point to
direct the attention of others
Seibert et al. (1982)
Joint Attention Response Forms
Proto‐imperative
Requesting with gestures or eye gaze
Proto‐declarative
Commenting or sharing interest
Bates (1976)
Development of Joint Attention
Joint Attention is observed in typically developing
children by 3 months of age and is well established by 18
months.
The acquisition of the ability to coordinate attention
with a social partner is a major milestone of infancy
that is critical to infants’ active participation in social
learning opportunities and language development.
(Adamson, 1995; Baldwin, 1993; Butterworth & Jarrett, 1991;
Corkum & Moore, 1997; Mundy & Willoughby, 1998; Scaife &
Bruner, 1975; Trevarthen, 1979; Tomasello, Kruger,&Ratner,
1993; Werner & Kaplan, 1963).
Why is Joint Attention so
Important?
Joint attention is vital to social
competence at all ages. Adolescents and
adults who cannot follow, initiate, or join
with the rapid‐fire changes of shared
attention in social interactions may be
impaired in their capacity for relatedness
and relationships
(Mundy & Newell 2007)
Joint Attention
in Children with ASD
Children with autism appear to demonstrate
deficits in joint attention early in
development and remain persistent
throughout development Mundy, Sigman, &
Kasari (1994)
Newer shifts in research have resulted in
more recent findings for infants & toddlers at
risk for ASD (SIBS study, retrospective
analysis of 1‐year birthday videos, etc.)
Joint Attention Deficits in Young
Children with ASD
Don’t orient to certain speech sounds
Dawson, Meltzoff, & Osterling, 1995
Deficits in referential looking
Charman, et al., 1997
Deficits in declarative pointing & showing
Baron‐Cohen, 1989
Deficits in looking where others point
Leekman et al., 1997
Increasing Effectiveness
of JA Interventions
Direct Instruction and building social
motivation for joint attention are critical to
teaching joint attention skills
Establish adult as generalized reinforcer
(Repeatedly pair with powerful reinforcer)
Use highly interesting stimuli
(strong child preference)
Provide natural consequences when
possible
Intersperse activities to maintain attention
and interest
Jones & Carr, 2004
Behavior Analysis of JA
From a behavior‐analytic perspective, responses
to bids for joint attention (e.g., looking at an item
that an adult is referencing) fall under
discriminative control of the adult's mand for the
child's attention and are likely maintained by
generalized reinforcers (e.g., social attention)
The child's initiations of bids for joint attention are
more properly viewed as mands for the adult's
attention directed toward the item or event. The
appearance of a noteworthy item or event in the
presence of an adult may serve as a motivating
operation (MO), momentarily establishing the
reinforcing value of the adult's attention.
(Dube, MacDonald, Mansfield, Holcomb & Ahearn 2004)
).
Evidenced Based Approaches
Pivotal Response Training
Milieu Teaching (Natural Environment
Teaching)
Discrete Trial Teaching
Social Stories
Video Modeling (can include basic, self,
or point of view)
Peer Mediated Instruction
Preparing to Teach Joint Attention
Pairing self and objects Mand Training
with reinforcement
Can be targeted
In order for the child to simultaneously, keep in
attend to you, you need mind the mand is the
to condition yourself as a one operant that directly
powerful reinforcer benefits the speaker (in
Make adult the this case the child) and is
individualized human a foundation skills that
reinforcers for that can be expanded during
particular child! JA training
Manipulating Imitation Training
Motivative Operations One of the most
An antecedent which effective prompts to use
alters the value of a in joint attention and
reinforcers and evokes beneficial in turn taking,
behavior reciprocal interactions,
Satiation, deprevation, etc.
condition
Use evidenced & curriculum
Based Programming
VB MAPP Task Analysis for Level I
Operants such as manding and social play
Discrete Trial Programming including
respond to name, differential
reinforcement of eye contact,
establishment of social reinforcement,
Joint Attention programming track,
reciprocal play actions, turn taking, etc.
Assessment subsets of Joint Attention
related‐behaviors.
Skill Level 1: Mand:
1-a Makes eye contact (gaze shift) as a mand for attention or other reinforcers 2 times
Level 1:
Level I: Operant: Social Behavior and Social Play
1-c Orients towards or makes eye contact with familiar people 5 times
1-M Visually tracks and shows interest in people’s movement at least 5 times (TO:30min)
2-c Seeks out adult attention using eye gaze, sounds, or gestures 3 times
2-M Indicates that he wants to be held or physically played with 2 times (TO:60 min)
4-d Sits next to other children in group activities 2 times when prompted by an adult
4-M Spontaneously engages in parallel play near other children for a total of 2 minutes (TO:30min)
5-a Spontaneously follows another child 2 times
5-c Laughs or smiles when others engage in silly, fun, or entertaining behavior 2 times
5-M Spontaneously follows peers or imitates their motor behavior 2 times (TO:30 min)
Teaching your child to look back and
forth between you and an object.
Why? 1) To establish a fun routine that involves social looking; 2) To
help your child learn to use your face as a cue to what you are
thinking and feeling; 3) To help your child learn to share
experiences with you.
How? By modeling exaggerated verbal and facial responses to
“surprise” events. When unexpected or surprising events occur
during the course of the day (e.g., the doorbell ringing, a jack‐in‐the
box popping up, a music box stopping, a block tower falling over),
look at your child, make an exaggerated look of surprise (e.g., raise
your eyebrows, smile and open your mouth wide, make a gasping
sound, cover your mouth with your hand), and say enthusiastically,
“Wow!” or “Uh‐oh!” (depending on the child, teach multiple
exemplars from the beginning). Your tone should be positive. Watch
for your child’s response. If your child looks at you, you can reward
him/her by saying, “Good looking!” or by giving him/her a brief tickle.
If your child doesn’t look at you, keep trying this during different
parts of the day. You can set up play activities so that a surprise event
occurs periodically and turn this activity into a game.
(TRIAD: Vanderbilt Children’s Hospital; 2004)
Teaching your child to follow
your point or eye gaze.
Why? To help your child understand gestures as a source of
information.
How? By hiding objects the child wants and teaching him/her to
follow your point, head turn, and/or eye gaze to find them. Gather
some of your child’s favorite toys or objects (e.g., parts of a puzzle,
balls to put down a chute, cars to go on a track) and place them in
different parts of the room. When starting this activity, the objects
should be fairly close to the child and at least partially visible. Start
playing a game with him/her so that s/he needs the objects you’ve
hidden. When the need becomes apparent, shrug your shoulders and
say, “Hmm, where is it?” Then point to the object and say, “There it
is!” When your child is able to find the objects consistently, try turning
your head in the direction of the object instead of pointing to it.
Eventually you can try just shifting your eyes to indicate the general
direction of the object. Be sure to use objects that are highly
motivating for your child. (TRIAD: Vanderbilt Children’s Hospital;
2004)
Motivating ways to Promote JA
*Rolling ball back & forth *Use an age‐appropriate teeter‐totter,
*Tossing bean bag back & forth such as “Little Tikes”
*Rolling car back & forth *Use a “Rocking boat” with seats across
*Using a cardboard tray with sides to from each other
tip & roll objects back & forth *Playing a keyboard together
(experiment with a variety of objects‐ *“Row, Row, Row Your Boat” with a
which roll, which do not?) A section of friend
plastic gutter with sharp edges filed or
taped also works well. *Hold a friend’s hands to dance to
favorite music
*Hang a Nerf ball from a flexible
plastic string to bat back & forth like a *Do an age‐appropriate computer game
tether ball‐can be done while sitting or with a friend
standing *Take turns blowing bubbles –one friend
*Hold a sheet or blanket with a friend blows the bubbles, while one friend pops
and help monkeys (any soft toy) “jump the bubbles
on the bed.” *Hold a sheet/blanket with a friend and
*Two friends sit across from each other rock a baby doll/stuffed animal
and use straws or just blow with their On a mat or carpet, play tug of war with
mouths to move a ping pong ball or stretchy material
feather to their
friend‐back & forth
*Created by the DESD‐CDS White
City ECSE Preschool Staff
Can include adult, sibling, or
peer during activities.
Select References
• Bakeman, R., & Adamson, L. (1984). Coordinating attention to people and objects in
mother‐infant and peer‐infant interaction. Child Development, 55,1278‐1289.
Bates, E., Benigni, L., Bretherton, I., Camaioni, L., & Volterra, V. (1979). The emergence of
symbols: Cognition and communication in infancy. New York: Academic Press.
Daymut, J., (2009). Joint Attention Skills & the Child with Autism. Super Duper Handy
Handouts Vol. 196
Dube W.V, MacDonald R.P.F, Mansfield R.C, Holcomb W.L, Ahearn W.H. Toward a
behavioral analysis of joint attention. The Behavior Analyst. 2004;27:197–207.
Isaksen, J., (2009). An operant approach to teaching joint attention skills to children with
autism. Behavioral Interventions , 236, 215‐236
Mundy, P., Card, J., & Fox, N. (2000). Fourteen‐month cortical activity and different infant
joint attention skills. Developmental Psychobiology, 36, 325–338.
Mundy, P.,; & Jarrold, W. (2010). Neural Networks, Volume 23, Issues 8–9, October–
November 2010, Pages 985‐997
Seibert, J.M., & Hogan, A.E. (1982). Procedures manual for Early Social Communication
Scales (ESCS). University
of Miami, FL: Mailman Center for Child Development.
Whalen, C., & Schreibman, L. (2003). Joint attention training for children with autism using
behavior modification procedures. Journal of Child Psychology and Psychiatry, 44, 456‐
468.
Select Resources
The VB‐MAPP Set: The Verbal Behavior Milestone Assessment &
Placement Program (Sundberg)
A Work in Progress (MacEachin & Leaf)
Early Start Denver Model for Young Children with Autism (Rogers &
Dawson)
Lesson Ideas and Activities for Young Children with Autism and
Related Special Needs: Activities, Apps & Lessons for Joint
Attention, Imitation, Play, Social Skills & More from
AutismClassroom.com (S. B. Linton)
Key Learning Skills for Children with Autism Spectrum Disorders
(Whitman & DeWit)
https://sites.google.com/site/autismgames/home/video‐models‐all‐
games (SLP site with video taped NET games)
WWW.TRIADATVANDERBILT.COM
http://ukcasper.weebly.com/uploads/7/9/7/9/7979860/earlysocialskill
s.pdf (COMPASS INFORMATION SERIES)
http://cds.desd.k12.or.us/Pages/default.aspx
Autism Services, Education,
Resources, and Training (ASERT)
ASERT is a statewide initiative funded by
the Bureau of Autism Services,
Pennsylvania Department of Public
Welfare.